Author
Tosun, Aybiçe, Yorulmaz, Ayşe
Publication Place
Hits University -
Hits University
Subject
Hittite Journal of Theology, 2024-12, Vol.23 (2), p.991-1014
Type
Book
Language
ara,eng,tur
Digital
Yes
Manuscript
No
Library
Leitir Library
Library Asset ID
ISSN: 2757-6949, EISSN: 2757-6949, DOI: 10.14395/hid.1509585
Record ID
cdi_doaj_primary_oai_doaj_org_article_9e77d1e0151440449b44aeecdbd3b038
Library Location
Directory of Open Access Journals (DOAJ)
Notes
Cultural diversity experienced at all levels of society offers opportunities such as recognizing differences and learning from others, but also brings with it various adaptation problems arising from the necessity of living together. Differences based on diversity in the social structure necessitate being sensitive to the new structure and developing adaptation policies, especially in areas such as education, health and social services. Although Türkiye has had the experience of living together with cultural diversity for centuries, it needs to relearn how to live together, especially with the refugee migrations experienced in the last decade. Many studies are being conducted to identify the difficulties encountered in multicultural classroom environments with immigrant students. These studies focus on identifying immigrant students' adaptation problems, their experiences with certain courses or the achievements of these courses, problems between immigrant students and local students, and the attitudes and experiences of teachers and school administrators regarding the education of immigrant students. Various suggestions are offered to education policy makers, school administrators, teacher training institutions and teachers to solve the problems identified in these studies. In the recommendations, it is emphasized that cultural diversity should be accepted as a phenomenon and addressed in a comprehensive manner at every stage of education. However, sufficient attention has not been paid to studies aiming at course practices and their evaluation for multicultural educational environments. It is expected that this study will contribute to the literature by not only identifying the problems but also developing application suggestions for solutions. In educational environments where cultural diversity exists, intercultural education is considered an effective approach to enable coexistence by building a culture of reconciliation and peace. Intercultural education encourages interactive educational environments that will enable learning and doing together beyond the juxtaposition of cultures. It is expected that the gains gained from such a learning experience will be carried from school to other areas of life, thereby supporting coexistence. Considering the need for practical suggestions for multicultural educational environments, this study aims to develop solution suggestions from the field of education to the problems faced by immigrant and local students regarding coexistence. It was aimed to achieve this goal by determining the impact of culture and social harmony themed courses to be conducted with a group of immigrant and local students at high school level on the students. The sub-objectives of the study are to determine how immigrant and local students experience these lessons and to create a list of achievements for an intercultural education practice based on the culture of reconciliation and peace and life skills. The research was conducted with the case study design, one of the qualitative research methods. A learning environment was created where a study group consisting of 7 local and 7 immigrant students at the high school level received education together, and creative drama-based educational practices were organized in accordance with the intercultural education approach. After a total of 8 sessions of learning, each lasting 80 minutes, students' evaluations of these educational experiences were determined through focus group interviews. The data obtained were analyzed by theme according to the content analysis technique. The findings were obtained at the participants' knowledge, skills, attitudes and behavior levels; It has been shown that they have gained the competencies of accepting diversity, tolerating uncertainty, empathy, openness, exploration, interaction and flexibility, and that these are parallel/compatible with intercultural competencies that indicate skills for living together in a positive culture of peace. After identifying the problems of immigrant and local students in the study, a program developed to solve the problems was implemented and practical experiences were evaluated; The development and proliferation of solution-oriented applications is important in order to fulfill the right of all students to receive education in learning environments where cultural diversity exists and to increase the quality of educational environments. The findings of the study revealed that arranging educational environments and practices to enable interculturalism provides the opportunity to review student attitudes towards language barriers and prejudices, which are shown to be the cause of adaptation problems, and also motivates students towards empathy and openness. This result showed that the intercultural approach can be effective in building a culture of harmony.
Detaylı Başlık
Uyum ve Barış Kültürü için Kültürlerarası Eğitim: Bir Uygulamanın Yansımaları
